Evaluaci??n de las medidas de atenci??n a la diversidad de la educaci??n primaria en Galicia : impacto escolar. 'Evaluation of the measures of attention to the diversity in the primary education in Galicia : school impact'

Resumen tomado de la publicaci??n. Con el apoyo econ??mico del departamento MIDE de la UNED

El estudio tiene como finalidad analizar el uso de las diferentes medidas de atenci??n a la diversidad del alumnado en la Comunidad Aut??noma Gallega a trav??s de una escala dise??ada para el efecto. Los resultados obtenidos indican una elevada presencia de las medidas ordinarias frente a las extraordinarias. Adem??s dentro de las medidas ordinarias se manifiesta un predominio del refuerzo educativo (RE). Tambi??n rese??ar, que no se encontraron diferencias estad??sticamente significativas de las medidas de atenci??n a la diversidad con respecto a las variables independientes (g??nero, edad, experiencia, titulaci??n y sistema de acceso), obteniendo una elevada consistencia interna en la escala elaborada (EMAD).

Results indicate that, ordinary approaches are present more often that extraordinary approaches. Furthermore, there is a predominance of the educational reinforcement (RE). It is also outlined that there were not statistically significant differences between different approaches regarding the independent variables (sex, age, experience, qualifications and access routes), obtaining a high internal consistency in the elaborated scale (EMAD). This article justifies the need of a constant review of the existing needs in educational canters to be able to establish educational and formative coherent answers for the diversity of students. Consequently, the final model of integration-inclusion school must be the response to the diversity from ordinary education, giving a common offer to all students and at the same time differentiated answers for each one of them, adjusted to their individual characteristics.